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A MANUAL 

FOR TEACHERS OF CIVICS 

0f THE UPPER GRAMMAR GRADES, 

JUNIOR HIGH SCHOOLS, AND 

CONTINUATION SCHOOLS 



ELEMENTARY CIVICS 

By 

CHARLES I^cCARTHY, Ph.D. 

Legislative Reference Librarian 
Madison, Wis. 

JENNIE McMULLIN. A. M. 

Legislative Reference Library 

Madison, Wis. 

and 

FLORJ^ SWAN, A. B. 

Director of Practice 

Indianapolis Public Schools 

Indianapolis, Ind. 



THOMPSON. BROWJNandCu 

NEW YORK • CHICAGO • BOSTON 



I 



Copyright, 1916 
By THOMPSON, BROWN &* COMPANY 



©C!.A4487tJ3 



DEC 19 1916 



I TEACHERS' MANUAL | 



Wanted, by Our Boys and Girls — An Appetite. 

"Our schools are providing plenty of food," says a well- 
known educator. ''What our boys and girls need now is an 
appetite/' 

When our appetite for food is poor, we take exercise. 
Sometimes the exercise is play; sometimes it is useful work. 
When our appetite for facts is poor, the mind may be in need 
of exercise. We cannot go on cramming our jaded memories 
indefinitely with facts ; if we are going to have an appetite for 
more we need to be constantly using what we have already 
SAvallowed. 

Text books are used in school to supply facts. They or 
the teacher must also supply exercise to use the facts already 
learned and to create an appetite for more facts. 

Three Contributions the Text Book in Civics Should Make in 

Order to Supply the Exercise Needed to 

Create the Appetite. 

Civics is learning to do one's part in the community. It 
may seem strange that a text book should be needed for that. 
The only excuse for using one at all is that it may save the 
time of the teacher and pupil. It can do this by giving in the 
first place, those absolutely essential facts which pupil and 
teacher cannot obtain in a more beneficial way or without 
great waste of time and energy. In the second place; it can 
contain enough source material, such as newspaper extracts, 
city ordinances, etc., to show the pupil the sort of thing from 
which he must obtain his information after he leaves school, 



6 MANUAL FOR 

when he has no teacher at hand to suggest to him how to use 
it or judge its value. In the third place, and most important 
of all, it must contain the questions and suggestions which 
make him use the facts he finds in the books and elsewhere, 
and which make him feel the need for learning more. These 
questions and suggestions must show him how to get his facts 
not from just one book, but from many books, from news- 
papers, from the streets, from his home, from people. Just as 
a physician is expected to treat us so that we can get along 
without his continual services, so a civics text is expected to 
start us in real community life so that we may get along with- 
out its services. It must keep itself in the background and the 
life of the community in the foreground. 

I. The authors have tried to make their book do just that. 
They have put into it, first, those absolutely essential facts 
which the pupil and the busy teacher cannot easily obtain else- 
where. The great movements of European civilization and 
the contributions to civilization by neighboring states and by 
the United States as a whole, a knowledge of which is neces- 
sary to-day to any fair study of our own conditions, are good 
examples. It would take years of study for the teacher to 
dig out some of these facts and the rural school teacher espe- 
cially does not have the material at hand. Yet we realize that 
to study the government of the American city, state, and 
nation without studying the government of other cities, states, 
and nations, is as futile as to try to build an airship without 
studying those already built. 

Suppose somebody presented an airship to a school, say- 
ing *'I wish to turn this over to the pupils. I want them to 
learn to run it and to improve it." Would the teacher be satis- 
fied with having the pupils make lists of its parts in their note- 
books and memorize those lists ? Or would teacher and pupils 
scour the country for information about other airships, the 
principles upon which airships are built, the reasons for the 
failure of certain attempts at improvements, and the reasons 
for the success of others? 

Each generation turns over a complicated piece of ma- 
chinery — an organized community — to the next generation to 



ELEMENTARY CIVICS 7 

manage and to improve. How has it been preparing the next 
generation for its work? Chiefly by having it memorize the 
names and number of its parts — President, Congress, Supreme, 
Circuit and District Courts, Mayor, prosecuting attorney, etc. 
Of the other great governments in other parts of the world, of 
their experiences, their successes and failures, of their prin- 
ciples and practice, of their organization, they know almost 
nothing. If in everything as in government we followed this 
American tendency to build without consulting the experience 
of others, to learn everything by experience when there are 
numerous examples, how much progress would we make in 
science, in invention, in industry? 

A text book in Civics may supply information about the 
home community, the state, and the nation, and leave the 
teacher to supply the background and work out relationships. 
This is scarcely fair to the teacher, for it is just this back- 
ground which the inexperienced and youthful teacher has not 
had time to acquire and which most teachers have neither the 
time nor facilities for obtaining. 

The authors of this book have therefore tried to supply as 
much of this background as they feel is necessary. They have 
tried to make it so simple that the pupil or teacher who knows 
nothing about history will be able to grasp the idea — but they 
have not tried to make it appear that they are giving the com- 
plete story. The story is never complete. They hope merely 
that the pupils will be sufficiently stimulated and interested 
to go on reading newspapers and magazines, talking with all 
sorts of people, observing and working in organizations in 
order to watch and aid in the development of the story. As to 
the information regarding the local community, state and 
nation, the authors have put only as much of that into their 
own words as they feel that the pupils can not obtain better 
from other sources. 

11. The second feature of the book is the source, or docu- 
ment material. There is enough of this to acquaint the pupils 
with some of the different kinds of things from which 
they will have to form their judgments after they leave school. 
Those given here are not presented as model documents, but 



8 MANUAL FOR 

as human documents, the same sort of material with which 
men and women have to deal every day — constitutions, city 
ordinances, vital statistics, safety suggestions, party plat- 
forms, etc. This material in the book, as well as the great 
wealth of similar material outside, is in itself, of little value. 
The critical study, however, of the few selections given here, 
according to the questions and suggestions, will develop in 
the pupil the habit of studying critically all such material. 

III. The questions and suggestions, the most important 
part of the book, may be classified on the basis of their pur- 
pose. They are — 

First. Questions intended to stimulate critical study of 
the text in order to see what it means. That is, they are the 
questions for which either the text or the appendix contains 
the answer; e. g.. What is civilization? 

Second. Questions intended to give the pupils an oppor- 
tunity to display the information they already have. Nobody 
likes to be compelled to study facts he already knows and to 
recite these facts as if they were new. Class work is stupid 
for the bright and well informed pupil unless he is given an 
opportunity to show his extra information. 

Some of these facts are given later in the book, and the 
teacher, who will of course have read the entire book before 
beginning to teach it, will have obtained them there if she did 
not know before. For example. Chapter IV, question 2, 
asks "How does the American House of Representatives 
differ from the English House of Commons ?'* Most of the 
pupils know enough about the House of Representatives to 
enjoy answering this without reference to the book, but the 
information is in the book in a later chapter on the Federal 
Government, and in the United States Constitution, 

Some of these facts are not given anywhere in the book; 
e. g.. Chapter I, question 4, says, "Give examples of people 
in each of the other stages of civilization." This gives teacher 
and pupils a chance to test themselves and their general 
knowledge. We need such questions occasionally. They give 
opportunity for interesting speculation. 



ELEMENTARY CIVICS ^ 

Third. Questions intended to stimulate reflection; e. g., 
Are you civilized? Prove it. 

Fourth. Questions intended to stimulate a search for out- 
side information. 

a. Through outside reading; e. g., Who is the prime min- 
ister of England? 

b. Through observation; e. g., What things are done to 
make your school room sanitary? 

c. Through inquiry, conversation with the family or 
acquaintances ; e. g., What provisions are made for the care 
of sick, the aged, and orphan children in your community? 

(1) By the community? (2) By private agencies? 

Such questions as these carry the school into the home 
and lead to the acquisition of the habit of talking over public 
affairs with the family and friends — a habit which is a much 
more useful one after school days than is the text book habit. 

Fifth. Questions intended to inspire action; construc- 
tive suggestions ; e. g.. Make a budget exhibit showing the 
expense of running your school room and the benefits derived 
from it. 

Question and Suggestion Analysis. 

For the benefit of the teacher inexperienced in the teach- 
ing of civics the questions are taken up chapter by chapter 
and classified on the basis just described. In some cases a 
possible method of handling them is suggested and references 
are given for further study. But the teacher will not lose 
sight of the fact that these are not formal questions demand- 
ing cut-and-dried answers, but merely suggestions of topics 
for discussion by pupils and teacher, and that a dogmatic 
presentation of the subject, and a requirement of certain stock 
answers to questions intended to stimulate thought will de- 
feat entirely the purpose of this book. It is not so much the 
knozinng a particular answer as the trying to work out an 
answer which makes the good citizen. 

CHAPTER I. 

Question 1. Ansvv^ered on page 2 of the text. Its object is to 
insure that the pupils read the text carefully 



10 MANUAL FOR 

and critically. They should be required to formu- 
late a definite statement, such as ^'Civilization 
is the progress which the human race has taken 
in learning to live together/' Pup'ils may be 
asked to make other definitions of their own. 
Let them criticise these and the book defini- 
tion. 

2. Stimulates reflection. Pupils will see from the 
answer to question that civilization is a rela- 
tive thing, that one can always become more 
civilized; that different races take different 
steps. Might take up here the different steps 
taken by European and American countries; 
e. g., we have learned to exchange produce in- 
stead of producing all we need; to make steam 
and electricity work for us, etc. 

3. Answered partly on pages 2 and 3. (States 
grow larger, more and more of the citizens de- 
sire to take part in government, etc.) Pupils 
may be asked for others. 

4. Stimulates reflection. Pupil may draw upon 
history for examples of the family stage. 
(Abraham and his family wandering from place 
to place with their flocks and herds and tents.) 
Mention of the clan stage may lead to a dis- 
cussion of the feuds between clans in some of 
our own states, with the clan taking the law 
into its hands and lapsing from the nation stage 
which the community at large has reached. 
Most of the American Indians were in the tribal 
stage ; others, among them those of Mexico and 
Peru had reached the city stage. The Athen- 
ians of the time of Pericles and the Spartans of 
the same time were in the city stage. The 
ancient Greeks, in fact, though many of the 
cities tried hard to organize the others through 
conquest into a nation, never were able to form 
a nation. 



ELEMENTARY CIVICS H 

5, 6, 7, 8 and 9. To stimulate reflection, and give 
opportunity to show information. 
For answers to 6 and 7 see also answers to 1 
and 2 of Chapter II. 

CHAPTER II. 

Question 1 and the first part of 2 are intended to give the 
pupil an opportunity to show outside informa- 
tion. 

1. Representative government in some form or 
other is practically universal. Have pupils 
name countries, however, until they have named 
them all and discover this for themselves. 

1 and 2. If pupils do not know the answers to 
questions 1 and 2 of this chapter and 6 and 7 
of chapter I, have them look up in the diction- 
ary definitions of monarchy, oligarchy, democ- 
racy and republic. The government of Eng- 
land is sometimes described as a democratic, 
republican monarchy. Have the pupils ex- 
plain what is meant by that. Have them de- 
scribe the governments of the Netherlands, 
Belgium, Germany, Austro-Hungary, Italy, 
France, Switzerland, Canada, Mexico, Australia, 
Norway, Sweden, Denmark, the United States 
and other countries according to the definitions 
of monarchy, oligarchy, democracy and repub- 
lic. Their geographies will give them facts 
about the government of these countries suf- 
ficient to serve as a basis for these definitions. 
3, 4, 5, 6, 7 and part of 8 are answered in this 
Chapter. 
9 and 10 stimulate reflection. 

CHAPTER III. 

Questions 1 to 10 answered in book, either in previous or 
later chapters; for example, question 8, "What 
laws have we which would not have been passed 



12 MANUAL FOR 

if workingmen had not had the vote?", is not 
answered directly anywhere ; but the book con- 
tains sufficient information upon which to base 
the answer. The pupil is given an opportunity 
to show his outside knowledge and his powers 
of observation and reflection, and the teacher, 
having read later chapters dealing with mini- 
mum wage, workmen's compensation, housing, 
etc., can guide the child to the answer. 
The second part of question 1 gives the pupil 
an opportunity to show hov/ well he follows 
modern scientific inventions. Most of these 
questions would be good subjects for written 
compositions. 2, 3, 4, and 7 are especially good. 
7 gives the girls an opportunity to tell why they 
want to vote, and brings in the suffrage ques- 
tions again. Refer to the status of woman 
suffrage in the world. The status of woman 
suffrage throughout the world is kept up to 
date in the various annual almanacs, such as : 
World Almanac, New International Year Book, 
etc. The following is from the World Almanac, 
1916, p. 710: 
Woman Suffrage. "In the United States women 
possess suffrage upon equal terms with men 
at all elections in Wyoming, established in 
1869; in Colorado, in 1893; in Utah, in 1896; in 
Idaho, in 1896; in Washington, in 1910; in Cali- 
fornia, in 1911; in Arizona, Kansas, and Ore- 
gon, in 1912; and in Nevada and Montana, in 
1914. During 1913 the Territorial Legislature 
of Alaska granted full suffrage to women and 
the State Legislature of Illinois extended all the 
franchise rights within its power to bestow, 
namely, for all the offices not created by the 
State Constitution. 

Women have school suffrage in Connecticut, 
Delaware, Kentucky, Massachusetts, Michigan, 



ELEMENTARY CIVICS 13 

Minnesota, Mississippi, Nebraska, New Hamp- 
shire, New Jersey, New Mexico, New York, 
North Dakota, Ohio, Oklahoma, South Dakota. 
Vermont, Wisconsin, and Alaska. In Iowa 
women may vote at all school or municipal elec- 
tions upon any proposition to vote bonds or 
increase the tax levies. 

Abroad, women have full parliamentary suf- 
frage in Australia, New Zealand, The Isle of 
Man, Finland, Norway, Denmark, and Iceland. 
They have municipal suffrage on the same 
terms as men throughout the British Isles and 
in Sweden, and a certain measure of municipal 
franchise rights in nine of the provinces of 
Canada, and in the cities of Belize in British 
Honduras, Rangoon in Burmah, and Baroda and 
Bombay in British India. In certain districts 
of Austria, Germany, Hungary and Russia, 
women who own property are allowed to cast 
their votes on various communal matters 
either in their own persons or through proxies. 
In Belgium, Bulgaria, France, Italy, the Nether- 
lands, Roumania, and Switzerland women have 
no political rights whatever, but are permitted 
to vote for certain administrative board — edu- 
cational, philanthropic, correctional or indus- 
trial." 
11. Calls for pupil's outside information. Most fac- 
tories and many other businesses, are owned by 
many persons. These persons are called stock- 
holders. The employees usually do not own 
stock. If they receive a share of the profits, the 
concern is called a ''profit sharing'' concern. 
The Ford automobile plant is one of these. 
Have a pupil look up the Ford System. If 
there is a Public Library near, use the maga- 
zine index to find articles on profit sharing. 

If the employees own all the stock in a cor- 
poration, the enterprise is co-operative. This 



14 MANUAL FOR 

would be an unusual type of co-operative en- 
terprise. Co-operative organizations are usually- 
made up of consumers as are co-operative stores 
and associations of farmers to buy seed, etc.; 
or they are organizations of producers, such as 
fruit and grain producers' marketing associa- 
tions. An association may be co-operative even 
though not a single one of its employees is a 
member. There are probably a number of co- 
operative organizations in your neighborhood; 
a farmers' telephone line, perhaps a co-operative 
bank through which the members lend to one 
another, or a cheese factory. If there are no 
others your township, town (New England), 
county, village or city is itself a co-operative 
enterprise. It is organized to perform certain 
services for the community; all those who are 
served by it are members of it and share equally 
in its benefits, and each man has one vote re- 
gardless of the amount he invests in business 
in the form of taxes. This last characteristic 
corresponds to the one man, one vote scheme 
which is essential to every true co-operative 
enterprise, in order that a few of the larger 
stockholders may not get control of the manage- 
ment, as they may in the ordinary corporation. 
(See organization of the private corporation, p. 
30 of text.) 

CHAPTER IV. 

Questions 1 and 2 answered in book. 2 put here as well as 
later to give pupils opportunity to show what 
they know. If none of them can answer oflF- 
hand, they may be referred to Chapter XI and 
to the U. S. Constitution (Appendix, p. 197). 
The differences between our system and the re- 
sponsible ministry system (sometimes called 
the parliamentary system) are so fundamental 



i ELEMENTARY CIVICS ^^ 

that they cannot be too often discussed. Have 
the pupils watch some magazine which gives 
current events, and discuss in class every item 
which they find relating to the systems of Eng- 
land and other European countries. 

3, 4, and 8 stimulate reflection. Papers and debates 
might be based upon 3 and 4. 

5 and 6. See year book (World or other Almanac). 

5. Herbert Asquith has been prime minister of 
England since 1908. We have no official who 
corresponds exactly to him. He is the member 
of Parliament whom the party in power in the 
House of Commons accepts as its leader and 
permits the king to appoint to administer the 
laws passed by Parliament. Our president is 
the official whose duties correspond to those of 
the prime minister, but he is elected by the 
people of the country to carrry out the laws 
passed by the representatives whom they have 
elected to pass them. Thus the department of 
our government which carries out the laws is 
not connected directly with the part which 
makes the laws, while the official in England 
who carries out the laws is responsible to the 
body which passes them and is actually a mem- 
ber of that body. 

6. The Liberal Party is still in power. It does not 
actually have a majority of the members of the 
House of Commons, but with the aid of the 
Labor Party and the Irish Nationalists they 
have been able to outvote the Conservatives for 
ten years. 

7. Pupils know this. 

CHAPTER V. 

1 and 2. Examples of the services of the city are water 
supply and sewage removal; services of the 
state, weights and measures and factory inspec- 



1^ MANUAL FOR 



tion ; services of the U. S., meat inspection and 
mail carrying. 

The pupil will be able to work out the others. 



CHAPTER VI. 

Pupils will enjoy organizing under the council, commission 
and city manager plans, electing and recalling officials, ini- 
tiating measures, and demanding referenda on various meas- 
ures. 

Question 1-10, 13-15. Require inquiry, observation, and re- 
flection. They are meant to give pupils an op- 
portunity to get into touch with people outside. 
Experience in such work guided by the teacher 
and by the questions given here is probably 
more valuable as training for citizenship than 
any other kind of work required by this book. 
Inquiry, observation and reflection are the 
methods which the voter must use in determin- 
ing what he wants to do and how to do it. He 
will not have a text book at hand with the facts 
written out for him to use. He will have to 
learn by talking with people and by thinking. 
He should form the habit while he is in the 
school. 

Not every pupil in class needs to work out 
every question in detail. Different pupils may 
take different questions and report on them. In 
giving their reports, pupils should give their ex- 
perience in seeking information, so that they 
may all become familiar with the difficulties and 
methods of learning conditions in their com- 
munity. 

11. The basis for the answer to this is in the book. 
Stimulates reflection. 

17-22. Give an opportunity for reflection and con- 
structive planning. May inspire to action. 



ELEMENTARY CIVICS ^^ 

CHAPTER VII. 

Chapter VII., pages 44, 45, and 46, should be studied with 
open book in recitation. 

Questions 1, 2, 6, 7, 9, 10, 12, 14, 15, 16, and 17 call for the 
same sort of inquiry and study for which the 
questions of the previous chapter called. 
3, 4, 5, 8, and 13 call for reflection followed by dis- 
cussion and debate. 
9. Calls the attention of the pupil to the difference 
between the financial policy of American and of 
foreign cities. 
11. Answer found by reflection upon text. 
18. Calls for action — for constructive work. 

CHAPTER VIII. 

Questions 1 and 2. See encyclopedia and magazine index. 
Debate the question, ''Resolved that the service 
to the world of Robert Koch (or Louis Pasteur) 
was greater than that of Benjamin Franklin (or 
Thomas A. Edison) or some other for whose 
services we have an admiration. 
2-13. Stimulate observation, reflection, and action. 

14-25. Are to be answered by a study of ordinances 
in appendix and by inquiry into home condi- 
tions. Inquiry is easy because these ordinances 
suggest the features to be looked for in the cor- 
responding regulations of your own com- 
munity. 

26-31, and 33 are for reflection. 

32. Requires inquiry into community conditions. 
The parents of pupils will be engaged in regu- 
lated industries, or will know of such indus- 
tries, as transportation, meat packing, baking, 
the barber trade and plumbing. Have a con- 
test among the pupils to find the greatest num- 
ber of regulated industries, and have them give 
a brief description of the regulating provisions. 



18 MANUAL FOR 

CHAPTER IX. 

No dogmatic answers can be given to any of these ques- 
tions except 7, part of which can be answered from the ency- 
clopedia. All the others are intended to stimulate inquiry, 
reflection, and action upon the problems of the community. 

CHAPTER X. 

Question 1. Can be answered by a study of the state consti- 
tution and by inquiry and reflection in connec- 
tion with the text of this chapter. A few sugges- 
tions of things which may not be easily found 
are made on certain parts of it. 
Suppose that you want a bill to abolish capital punish- 
ment introduced in the Legislature of your State. The only 
way it can be done is through some member. You ask the 
senator or assemblyman from your district to introduce it. If 
he wants to stand for the principle of it, and work for it, he 
introduces it as his bill. If he is not enthusiastic about it, 
he introduces it as ''by request.'' The mechanical processes 
of printing, etc., are not important. The bill, when it is read 
by title before the Assembly (or Senate) is referred to a com- 
mittee. Each house is organized into committees for the con- 
sideration of various subjects, and every member of the house 
is a member of some committee — for example, of the Judiciary 
committee, the Education committee. The speaker of the 
house decides to which committee each bill should be referred. 
The committee gives an opportunity for non-members of the 
legislature to speak before it on bills in which they are inter- 
ested. These committee hearings are often very interesting 
and exciting affairs, as when much debated questions such as 
Mothers' Pensions, or Woman Suffrage are up for consid- 
eration. 

After the committee has heard those who present them- 
selves for and against the bill they report the bill back to the 
house, with recommendations for or against adoption. It is 
placed on the calendar for third reading (in those states in 
which it is read by title twice in succession on introduction). 
When the time for consideration comes, only members can 



ELEMENTARY CIVICS ^ 

speak before the house on the bill, unless the whole house 
decides to become a committee on the bill and give a hear- 
ing to outsiders. When there is no more debate the mem- 
bers vote on the bill. If a majority of those voting favor it, 
it is sent to the other house, w^here it goes through the same 
process of assignment to committee, committee hearing, 
debate in the house, and final vote. If it passes and receives 
the governor's signature, it becomes a law. If the governor 
vetoes it, it does not become a law unless passed over the 
governor's veto. (In several States the governor has no veto 
power.) 

Questions 2, 3, 4, 5, 7, and 8 are for inquiry and reflection. 

Question 6 is answered in the appendix. 

CHAPTER XI. 

Local Government. Local government has not been treated 
in detail in the text. The distinctions between systems of 
the New England states, where the town performs many 
functions, and the county few; the southern and Avestern 
states, where the county performs many functions and the 
town few; and the states of the central and middle west 
where the county and town (or township, as it is called), 
divide the functions more evenly, we cannot draw here. 
The teacher should read the chapters on local govern- 
ment in Bryce's American Commonwealth (v. 1, chap- 
ters 48 and 49) ; Fiske's Civil Government, or similar 
texts. All our American histories discuss the reasons for the 
difference, and since these are accessible to all the pupils, 
it is not worth our while to insert the story here. Pupils 
should, however, review this subject from their histories. 

The details of local administration they should work out 

for themselves through observation, inquiry and discussion 

with their families. The results of their study can be brought 

out in discussion. Questions such as the following will help : 

1. Of what local units of government other than the 

city and subordinate to the state are you a member? 

Name them in the order of their size. 



20 MANUAL FOR 

2. Which of these units performs the following func- 
tions : 

a. Assesses and collects taxes? 

b. Enforces state laws? (Arrests supposed violators, 

tries them, and punishes them if found guilty?) 

c. Issues marriage licenses? 

d. Registers deeds? 

e. Controls the schools? (Levies tax, builds, equips 

and maintains schools, employs teachers, selects 
text books, etc.) 

f. Builds and cares for roads? 

g. Cares for dependent children and old people, blind, 

deaf, and sick? 

3. Through what officers is each of these functions per- 
formed? How are they selected? 

4. Make a list of all your town (township) officers and 
their duties. Which organization has most powers, 
your town (township) or county? 

5. Which of these officers are purely administrative? 
Which exercise law making power? Would you 
care to hold any of these offices? What training is 
needed for each? Could any of them be placed to 
good advantage under a permanent civil service? 

Questions 1, 2, 3, and 5 are answered by reference to the con- 
stitution. 
4. See geography if present information does not 
supply it. 

6. Question for inquiry. The part concerning sen- 
ators is part of 5. The rest can be found by 
inquiry and by reference to annual almanacs. 

7. For inquiry in family and neighborhood. Object 
to excite interest in the community on the sub- 
ject. 

8. The Congressional Record. The representative 
from your district or one of your senators, may 
be able to provide your nearest library or your 
school with free copies of it. If not it can be 
obtained for $1.50 a month. It is a good thing 



ELEMENTARY CIVICS 21 

to have in the School, to show the pupils how to 
follow the debate and the fate of various bills. 
Have each pupil watch the progress on one bill 
in which he or she is interested and report to the 
class. Let the class debate these bills. Let 
pupils take home copies of the Record. The 
parents will be interested in exciting debates. 
The Record will familiarize them all with the 
names and principles of our national legislators. 

10. See year book. 

11, 12 and 13. Facts given in text sufficient to make 
comparison. 

14. Answer given in text for all except Canada. The 
Canadian constitution is an act of the British 
Parliar^ent and consequently when the Cana- 
dian Pai. lament passes an act providing for a 
change, that change must be ratified by the 
British Parliament. The teacher should have 
and use frequently Dodd's Modern Constitu- 
tions or some similar compilation. 

15 to 25 require inquiry, observation, and reflection. 
About some of them the pupils know, but have 
never thought much. 

CHAPTER XII. 

Question 1, 3, 4, and 14. Sufficient material in text upon 
which to base answer. 
2, 5-13, 15-24 require observation, inquiry, and 
reflection. 
18, 19 and 20 require a knowledge of conditions in 
your own State. If you do not have access to 
the statutes and session laws of your State in a 
public library, ask an attorney in your neighbor- 
hood to let you see his set. Some of the. State 
departments may publish some of these laws in 
pamphlet form. Schools may be able to procure 
these from the Reference library of the State, or 
if there is no such department, from the Secre- 
tary of State. 



22 MANUAL FOR 

CHAPTER XIII. 

Questions 1, 5 and 6. For reflection. 

2 and 4. Answer given in texts. 

3. Teacher and pupil will know this for their own 

States. 

7. For observation. 

8. For personal knowledge. 

8, 10, and 11. Gives each child an opportunity to 
show the strong points of his own race. Should 
increase the respect of pupils for the nationality 
of their fellow pupils. Might have a contest to 
see which of the pupils can identify the greatest 
number of these without looking them up. 
Then have each pupil look up the life of one of 
these and show the value of his or her work. 

CHAPTER XIV. 

First Set. 
Questions 1 and 2. Basis for answers in the text. 

2 and 4. In giving the quotation concerning the 
school system at Gary, as in giving quotations 
concerning tax systems, state administration, 
municipal government, and other proposed or 
attempted reforms, the authors have not avoided 
subjects about which there is considerable differ- 
ence of opinion. Civics is not so much a study of 
things as they are, as of progress in making them 
what they should be. The text, therefore, must 
necessarily put much emphasis upon the new and 
unfamiliar for the purpose of comparison between 
it and the old and familiar. Undoubtedly the 
commission form of government does possess 
some advantages over the council form and vice 
versa; undoubtedly the Gary system does pos- 
sess some advantages over the traditional school 
system, and vice versa. In order, therefore, that 
young people may become familiar with those 
efforts toward increased efficiency which the 



ELEMENTARY CIVICS 23 

world IS watching and discussing, the civics text 
must present many examples of movements the 
success of which is still doubtful. 
3-17. For observation, inquiry and reflection. 

Second Set. 

1 and 2. Basis for answers in text. 

3-7. For inquiry, observation, and reflection. 

CHAPTER XV. 

Get the platforms themselves and study them. The local 
headquarters of each party will probably be glad to supply you 
with them in quantities sufficient for each pupil to have one of 
each. The year books will probably publish them. Besides 
the National platforms, each party will form a platform of 
what it wants to do in your State. Ask for these also. 

CURRENT EVENTS. 

When events of public interest and significance occur, 
take the time to discuss them while everyone is interested and 
the papers are full of it. When a discovery in medicine is an- 
nounced which seems to be of vital importance to the public 
health, take the time to discuss that and similar improvements 
in the past. When a general election is approaching study the 
political platforms. Do not wait for some particular day in 
the week or month; and do not wait until you reach the 
chapter in the book which takes up that subject. The study 
of civics must adapt itself to what is going on around it, if it 
is to prepare citizens to adapt themselves to the life around 
them. 

Talk over with the children the magazines they take at 
home. Have these papers brought to school. Note that some 
papers deal with important events through editorials while 
others have a page devoted to this subject, i. e.. The Youths' 
Companion. 

Some magazines have current events pictorially treated; 
e. g., The Outlook. Guide pupils in the selection of magazines. 



24 MANUAL FOR 

These questions may help in choosing wisely a current 
event. 

1. Is the information trustworthy? 

2. Is the English used correct? 

3. Is the attitude of the magazine fair and unprejudiced? 

4. Does it deal with the things that are worth while? 

5. What is its stand for civic betterment? 

6. Is the language readily understood? 

7. How does this work help you in Civics? 

A valuable aid in the teaching of Civics is the use of the 
Current Event Scrap Book. This book can be prepared by 
the pupils assisted by the teacher and should be a progressive 
book throughout the year. 

Ask pupils to find every week some topic of local, state or 
national interest that will reinforce the chapter they are 
studying. If the chapter studied is ''Health" they may look 
for articles on that subject, cut them out and paste them into 
their books. 

Grouping of events may differ. Some may be grouped 
under state, national, or world interest; others under health, 
fire, city improvement, conservation, transportation, etc. 

The book may contain a variety of topics. The following 
are a few selected from a 1913-1914 book: The Weather 
Bureau, Movement for Woman Suffrage, Bill to Develop 
Coal Fields of Alaska, Indianapolis Lacks Playfields, Track 
Elevation in Our City, Know Your City, Friends of Forestry 
Urged to Plant Trees on Arbor Day, The Immigrant Farmer. 
A page or two may be given to bird conservation. 

Teachers should collect books several times during the 
term. Constructive criticism is best. Notes of encouragement 
or approval help. Conferences may be held with pupils who 
select material without discrimination. 

The device of using the scrap book gives spontaneity and 
joy in the work. It seems to vitalize History and Civics. 
Pupils learn to discriminate between the essential and non- 
essential. They learn the needs of the community and a desire 
is aroused to be of service. They gain in intelligence and in 
the power to stand on their feet and talk topically on a sub- 
ject in which they are vitally interested. 



ELEMENTARY CIVICS 25 

EXCURSIONS. 

Excursions are of value in the teaching of Civics because 
they serve to illustrate the text and to give concrete examples 
of difficult points. They serve to give pupils an intelligent 
interest in the needs of the community and make them feel the 
atmosphere of the industrial world. They train pupils to 
observe and reflect and later to appreciate the great public 
interests about them. 

Chapter III., P. 15; Questions 8-10-11, Chapter V; A 
Day in Boston, P. 41 ; Question 7-8, Chapter VIII ; The 
City's Health, Pp. 49-51-52; Chapter IX, The City Beautiful; 
and Chapter XII, Justice may be clearer to the pupil through 
the excursion. 

It is wise for a teacher first to visit the place selected and 
then make out for the benefit of the class the points that 
should be emphasized. Before taking a trip, then, pupils may 
be given certain points to consider and certain things to 
observe. In this way their observations and conclusions will 
reinforce the civic work and will not be purposeless. 

In the immediate neighborhood of the school there may 
be points of interest — a Y. M. C. A., a museum, water works, 
fire department, health exhibit, places of historical interest, etc. 

It may be profitable to bring up the question why certain 
districts are set apart for certain industries, why certain lines 
of business are not permitted within the city's limits, i. e., 
arsenals, powder magazines, etc., why certain lines of work 
are restricted, i. e., saloons, pawn shops, etc. 

Transportation to industrial centers should be considered. 
These questions may come up : 

In what part of a city are factories and mills usually 
located? Why? Why is this not a desirable residence dis- 
trict? 

Pupils may be asked to consider the location of an indus- 
trial plant, the sources of supply, the transportation facilities, 
the articles sent out, any natural features that have been util- 
ized, such as rivers, slopes, etc. They should be asked to con- 
sider the establishment from the standpoint of the employer, 
the capital invested in plant and machinery, the number of 



26 MANUAL FOR 

employees on the payroll, the incorporation of the company, 
the contribution it is making to the city's need by paying taxes 
to keep up the public schools, parks, etc., how it is aiding the 
property of the community, how cottages for working families 
have been built up in the immediate neighborhood, and how 
banks, stores and shops are all benefited. 

Under sanitary conditions the class may note: the char- 
acter of the building, size, light, ventilation, heat, water supply, 
windows, dust, quality of the article made. 

Such questions as these may be suggestive : 

What protection to health is given the employee? Has 
he breathing space? Will his lungs be filled with dust and 
flying particles? What notices do you see for the protection 
of health? Why should the State interest itself in the age of 
the employee? Should there be any diflference in the wage 
scale of the employees? What is the relation of each work- 
men to the finished product? To the community? 

The class should discuss the advantages and disadvan- 
tages of a division of labor. Pupils should note the main 
product and the use of the waste product. 

There should be a reaction after a trip of this kind. A 
story may be told or a paper written about it. 

BIBLIOGRAPHY AND SOURCE MATERIAL. 

The teacher of the country school or the village school 
sometimes feels handicapped in the teaching of civics because 
of lack of material for reference. While in some respects this 
dearth of material may be a handicap, in others it may be a 
blessing. It tends to throw teacher and pupils upon their own 
resources and to make them study the community instead of 
books about the community. It saves them from the danger 
of swallowing great masses of secondary material and ready 
made opinion as a substitute for honest study. 

There is, however, a small amount of equipment which 
every school ought to be able to provide. It seems essential 
that every teacher and pupil should have at hand in the school 
room : — 



ELEMENTARY CIVICS 27 

1. A map of the world. Use it whenever any place is mentioned. 
Be sure the pupil knows locations. It helps him to get other relationships. 
It should be in sight all the time. A map of the state or the United States 
is no substitute. We are too self-conscious already and need to sec our- 
selves in relation to the rest of the world. 

2. An unabridged dictionary with a pronouncing biographical section 
and a Gazetteer in the back. Never let a word pass which the pupils do 
not understand. Do not let the name of a person pass until they have 
identified it; do not let the name of a place pass until the location of 
that place has been shown on the map, using the Gazetteer as a key to 
the map. 

Have an encyclopedia, if possible, but it can be much bet- 
ter dispensed with than an unabridged dictionary. 

3. A year book. At present one of the cheapest and best things in 
the field is the World Almanac, published by the Press Publishing Co., 
Pulitzer Building, New York, 25 cents. (By mail 35 cents.) This or 
some other annual should be on the desk of every teacher, and the pupils 
should form the habit of consulting it constantly. When the pupil asks 
a question about the government of any country, the development of 
science, the hundreds of organizations of the United States, the members 
of the Supreme Court, the last election, the state debt, or anything else 
which you do not know offhand, hand him the book and let him give the 
class the result. It is much better to teach the pupil where and how to 
find information such as he will be wanting all his life than to impress 
him with your own accumulation of cyclopedic knowledge. 

In addition to these three things which every school should 
supply, the teacher of civics should read two or three current 
events magazines. There are so many well known ones that 
it seems scarcely necessary to mention them. A few of them 
are: The Literary Digest; Information: a monthly and quar- 
terly digest of current events. (R. R. Bowker Co., Pub- 
lishers, N. Y.) ; The Review of Reviews. 

If possible the school should be supplied with the Con- 
gressional Record. Ask your Congressman or one of your 
Senators to send it to your school or the nearest library. 

The McCarthy, Swan and McMullin Elementary Civics 
contains a list of material for the Study of Government (p. 
218). Most of these aids may be obtained free from state and 
city departments and other sources indicated. A list of refer- 
ences for aid in the study of Civics is also given (p. 219). 
These references are divided by subject. Many of them are 
references to government bulletins or to magazine articles. 



2« MANUAL FOR 

The Bulletins can be obtained free or at very small cost from 
the departments which issue them. Schools should send for 
lists of bulletins on subjects in which they are interested. 

The Supt. of Documents, Washington, D. C, supplies a 
monthly catalogue of United States Public Documents; $1.10 
a year to individuals ; free to as many school, college, and pub- 
lic libraries as the limited edition will allow. 

The Library of Congress publishes a monthly list of State 
Publications, for sale by the Government Printing Office, 
Washington, D. C, 50c a year. 

References to magazine articles are also given. The teach- 
ers and pupils who have access to a public library will be able 
to make good use of magazine material in their Civics work. 
The teacher will show the pupils how to use the periodical 
indexes. The librarian would probably be glad to give a few 
lessons on the use of these and the other tools of the library. 
Pupils may be shown how to classify pamphlets, clippings, 
etc., for their own libraries. 

The extension divisions of many of our state universities 
contain departments of Debating and Public Discussion (under 
various titles) which furnish material for speeches and debates 
on public questions to all applicants within the state. Civics 
classes in these states will find these departments very useful. 
Among those states which have developed this work to a con- 
siderable extent are California, Minnesota, Oklahoma, Indiana, 
North Carolina, Oregon, Kansas, North Dakota, Texas, Wash- 
ington and Wisconsin. 

For the benefit of those who wish to know more about the 
governments of Europe and America, and about the Industrial 
Revolution, the following list of books is given. The teacher 
will find all of these very valuable : 

Bryce, James A. — The American Commonwealth. Macmillan. (2 V. 
unabridged or 1 V. abridged). 

Describes the American government as it appears to an Eng- 
lish Statesman. Brings out the contrast between the American and 
the British Government. 

Cheyney, Edward P.— Industrial and Social History of England. Mac- 
millan, 1914. Good for teacher and pupil. 



ELEMENTARY CIVICS 29 

Dodd, Walter F. — Modern Constitutions, 2 V., University of Chicago 
Press, 1901. 

A collection of the fundamental laws of twenty-two of the most 
important countries of the world, with historical and biographical 
notes (includes countries of North and South America, Europe, 
Asia and Australia). 

Lowell, A. Lawrence. — Government of England, 2 V., Macmillan, 1908. 

Lowell, A. Lawrence. — Governments and Parties in Continental Eu- 
rope. Boston, 1896. 2 V. 

Montague, Francis C. — Elements of English Constitutional History 
from the earliest times to the present day. N. Y., 1903. 256 pp. 

A little book which is good for the use of pupils as well as 
teacher. 

Moran, Thomas Francis. — Theory and Practice of the English Gov- 
ernment. Longmans, 1908. 

An excellent book for teachers. Answers most of the ques- 
tions which are likely to come up in class calling for details of the 
English Government. 

Robinson and Beard. — Outlines of European History, Part II, Ginn & 
Co., 1912. As a history of modern European and English affairs 
this is especially good. Contains the essentials ; not padded with 
insignificant facts. 

Stimson, Frederic J. — Federal and State Constitutions of the United 
States. Boston Book Co., 1908. 

A discussion, not the text of the constitution. Compares the 
provisions on various subjects. 

Toynbee, Arnold. — The Industrial Revolution in England, Longmans, 
1890. Should be read by every student of modern industrial condi- 
tions. 



Reading for Intermediate Grades 

Days and Deeds Reader and Speaker iProse) 

This book compiled by Burton E, and Elizabeth Stevenson will serve a 
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26 "Days We Celebrate," ranging from Independence Day to April Fool's 
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most complete collections of prose selections available as a Supplementary 
Reader for the intermediate grades. 

As a Speaker and source book for recitations it will be a blessing to 
many teachers. 

Cloth, 400 pages List Price, $1.00 

Days and Deeds Reader and Speaker {Poetry) 

This is a companion volume to the above, but is devoted wholly to poetry. 
It is grouped in the same way about the "Days We Celebrate," "Great 
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Cloth, 400 pages List Price, $L00 

The Greater America 

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No adventurous fiction could make more interesting reading. Suitable for 
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Cloth, illustrated, 327 pages ...List Price, 80c. 

Little IVI aster pieces 

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These are attractive, companionable little volumes (4x6 inches in size), 
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6 Charles Lamb, Cloth, 160 pages List Price, 50c 



In ARITHMETIC, the "PROBLEM" is the Thing! 

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The series of arithmetics that contain the largest number and the most practical prob- 
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one arithmetic, or series of arithmetics, can contain a sufficient number of "Problems" for 
review and drill and test purposes as well as for daily lessons. Every class should be 
iupplied with a separate book of "Arithmetical Problems" for review, drill and test work. 

The author of *' Nichols New Graded Arithmetics has supplied THREE BOOKS 
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Nichols New Arithmetical Problems 

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Teaching "Civics" for 
Good Citizenship 

EVERY boy and girl in our public schools grows into 
citizenship. 

The future of a representative Government such as ours 
depends on its intelligent citizenship. 

Then why not teach boys and girls to be intelligent and 
loyal citizens? 

As a matter of fact our text books in ^'Civics" have required pupils to 
memorize abstract facts regarding the machinery of government, giving the 
undemocratic impression that government is something superimposed and 
not something created by the people for their own benefit. In its social and 
political significance '^Civics" is the most important subject taught in our 
public schools, and yet it has received the least attention from teachers or 
text book authors. 

It has remained for Dr. Charles McCarthy, who has made a national 
reputation as Legislative Reference Librarian for the State of Wisconsin, and 
Miss Flora Swan, Director of Practice, Indianapolis Public Schools, and 
Miss Jennie McMullin, Wisconsin Reference Library, to write ''AN ELE- 
MENTARY CIVICS" for the seventh and eighth grades, or first year in 
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people to live together and solve the problems of their daily life. It is 
the function of government that is important for them to learn — not the 
machinery of government. 

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subject real, vital and personal. 

This book is worthy of your immediate attention. You can do no 
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schools an opportunity to study this book. It will give them the right 
point o/* vie w to ward their future citizenship. If you do not have a course 
in "Civics," this book makes an admirable Supplementary Reader. 

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THOMPSON, BROWN AND COMPANY 

ESTABU8I!U> ia44 

New York Chicago Bottoa 



